An investigation of the possibility of using educational justice, derived from the justice theory in educational systems: A critical hermeneutic perspective

The current study aims to investigate the possibility of utilizing the educational justice derived from John Rawls’ justice theory in educational systems especially Iran’s educational system based on six educational experts’ viewpoints. The study is based on a critical hermeneutic perspective and uses profound semi-structural interviews. The interviewees have been selected based on their expertise and their works on the topic of study. The study aimed to achieve the following goals: 1) the possibility of inferring educational justice from a theory that is developed within the political philosophy; 2) the possibility of operationalizing the obtained educational implications; 3) the degree of harmony between the educational justice and our country’s cultural history; and finally 4) the degree of efficiency of the educational justice derived from the educational theory in Iran’s education system. The results showed that the possibility of inferencing the educational justice from the educational theory has methodological acceptability. Moreover, logically it is possible to operationalize it in education systems. On the other hand, our country, both historically and culturally welcomes the educational justice derived from the educational theory. Also, its efficiency is based on providing the essential infrastructures such as efficient manpower and equitable economic structure.